This qualitative case study examines how technology interaction enhances South African Technical and Vocational Education and Training (TVET) students' conceptualization of circle geometry. Based on the Technological Pedagogical Content Knowledge (TPACK) model, the study examines the extent to which technology bridges theoretical and practical mathematics classroom gaps. Through the use of class observation and interview, the study examines the use of technology by mathematics lecturers in simplifying the concepts of geometry. The research emphasizes that proper use of technology tools not only interests students but also helps in understanding concepts of circular geometry. However, the research emphasizes weaknesses like attitude of lecturers in adopting new approaches to teaching and ongoing professional development. The paper refers to the possibility of change in mathematics teaching promised by technology and invites further such meetings among lecturers, researchers, and policy-makers on how best technology assists in closing the theory-practice gap in TVET mathematics education.

Keywords: Technology Integration, Circle Geometry, TPACK, Qualitative Case Study, TVET Education.